Presentation to parents

1. KS1 English
Learning & Expectations
Monday 27th January 2020

2. Aims
 To outline the curriculum expectations
for Reading and Writing in each year
group.
 Share ideas on how to support your
child at home.
 To understand how we assess
children in school.

3. Teaching in Key Stage 1
Mixed ability groupings:
- no lid on potential achievement
- greater opportunity to learn from each other
Challenges:
- children know which challenge is the
hardest
- choice of challenge
- encouraged to move on when ready
- better understanding of their own abilities

4. Reading

5. Curriculum Expectations – Year 1
Reading
Children can:
 Use their decoding skills and are able to read by sight all the
phonemes in the English language
 read accurately by blending sounds in unfamiliar phonetically regular
words containing graphemes that they have learned
 read all of the Year 1 common exception words and those with –s, –
es, –ing, –ed, –er and –est endings
 read words of more than one syllable that contain the graphemes
that they have learned
 read aloud accurately a range of books and begin to read with some
fluency and expression
 check their reading makes sense
 explain what has happened in a book they or an adult has read and
are able to identify the key elements of the book like the main events
or the characters
 answer a range of comprehension questions about the text

6. Curriculum Expectations – Year 2
Reading
Children can:
 confidently read words with alternative phonemes and graphemes
(ai, ay, ey, a-e) and homophones (to, too, two)
 read aloud fluently and with expression that makes sense of the text
 recognise suffixes which form verbs, nouns, adjectives and adverbs
 read some modern books independently
 learn traditional poetry by heart
 describe how events in a book fit together
 ask and answer questions about characters, events and meaning of
a text
 recognise some of the differences between a fiction and a non-
fiction text

7. Progression in Reading

8. Phonics Screening Test – Year 1
 40 words
 Tests the blending skill
 Some pseudo words, some real words

9. Phonics

10. Have a go!
Can you sort the words on your
table?
How have you sorted them?

11. Phase 6
 Phase 6 focuses on spellings and
learning rules for spelling alternatives.
 Children look at syllables, base words,
analogy and mnemonics.
 Children might learn about past tense,
rules for adding suffixes and irregular
verbs,
 tion and sion words

12. Phonics – Phase 6
The focus is on learning the spelling rules for
suffixes.
-s
-er
-est
-es
-ing
-ed
-en
-ness
-ment
-y
ly

13. How to help at home
Use online resources such as
www.phonicsplay.com or watch
Alphablocks.
Reading every night – look at the focus
that they have been working on in
school during guided reading sessions.

14. Create a literate-rich, word-loving
home
 Visit the library
 Read aloud and listen to audio books
together
 Encourage independent audio book-listening
if your child can’t yet read independently or
doesn’t enjoy reading
 Have deep discussions about books, stories
and films.
 Tell stories
 Read and recite poetry
 Engage in word play: rhyming games, puns
and riddles, on the spot poetry etc...

15. Writing

16. Curriculum Expectations – Year 1
Writing
Children can:
 verbally plan sentences before they write them and can compose a
sequence of narrative sentences
 read their work to check it makes sense and read it aloud to other
people, identifying ways to make their writing better
 write in complete simple sentences, using full stops, exclamation
marks and question marks and capital letters to punctuate and for I
and names
 join clauses together to make longer sentences
 use some suffixes and distinguish between the ‘s’ and ‘es’ plural
endings
 write the lower case letters and numerals, starting and finishing in
the correct places
 spell the Year 1 common exception words, days of the week and
phonetic words using the graphemes they’ve been taught

17. Curriculum Expectations – Year 2
Writing
Children can:
 Use suffixes for words ending in Y, add suffixes beginning with a vowel or a consonant
 Choose the correct ending for common words ending in an ‘l’ sound (le, el, al)
 Spell homophones and common exception words from the Year 2 list
 Use an apostrophe to show contraction and possession
 Write letters of the same size and begin to join them together
 Organise ideas and put them into sentences
 Re-read their writing or sense and accuracy
 Write appropriately for some different purposes like narration, recount and poetry
 Use commas for items in a list
 Use progressive verbs correctly
 Use present and past tense consistently
 Write longer noun phrases with words before and after the noun
 Use co-ordinated and subordinated clauses
 Name and identify nouns, verbs, adverbs and adjectives

18. Writing = Transcription &
Composition
 Transcription = Spelling and Handwriting
 Composition =
- Planning
- Drafting
- Evaluating
- Sharing
- Re-reading and editing
- Sentence combining
- Summarising
- Writing for a purpose and an audience
- Grammar and punctuation

19. Cursive handwriting
‘The ability to write quickly and legibly affects the quality of a
child’s written output, for difficulty with handwriting can hamper
his thoughts and limit his fluency.’
‘A language for Life’ Department for Education and Science
The handwriting style we use at Sandygate is called continuous cursive. Its most
important feature is that each letter is formed without taking the pencil off the
paper – and consequently, each word is formed in one, flowing movement.
The key advantages to this system are:
 By making each letter in one movement, children’s hands develop a ‘physical
memory’ of it, making it easier to produce the correct shape;
 Because letters and words flow from left to right, children are less likely to
reverse letters which are typically difficult (like b/d or p/q);
 There is a clearer distinction between capital letters and lower case;
 The continuous flow of writing ultimately improves speed and spelling.

20. Have a go on your tables!
The quick brown fox jumps over a lazy dog

21. Hints for writing
 Give your child a purpose for the writing
 Don’t expect perfection
 Practise reading out your writing aloud –
does it make sense?
 Writers concentrate on their work –talk
about the authors of their favourite books
and how hard they will have worked
 Lots of praise!
 Go for it, let your imagination go wild!
 Enjoy writing and have fun

22. Make writing exciting!
 Let your child write about what interests
them – if they are mad about Moshi
Monsters or One Direction – respect
their interest:
◦ this is what they know and will excite them!
◦ It will make their writing vivid and detailed.
 We have to make the act of writing
engaging – to draw children in and to
make them want to continue. This will
lead to self-sponsored writing projects.

23. Assessment

24. Assessment
 In –school summative assessments
◦ End of term/topic
◦ How much has each pupil learned?
◦ Where are the gaps?
 National standardised assessments
◦ End of Key stage tests – Y2 and Y6
◦ The tests inform teacher judgement but
are not reported to Year 3

25. Assessment
 Focus is on formative assessment
◦ Enables rich questioning
◦ Probes children’s understanding
◦ Provides the answer to ‘have they got a
deep understanding?’

26. Teacher Assessment Framework
 This is what the Year 2 teachers will
report against at the end of the year.
 It is not a ‘best-fit’ model – we have to
be able to show evidence of each
objective.

27. Reporting Age-Related Expectations
End of Year 1 expectations:
• Working towards the expected standard - WT
• Working at the expected standard - WA
• Working at greater depth within the expected
standard - GD

28. Reporting Age-Related Expectations
End of Year 2 expectations:
• Foundations for the expected standard - F
•Working towards the expected standard - WT
• Working at the expected standard - WA
• Working at greater depth within the expected
standard – GD
•Science across both year groups is either WT or WA

29. Reading and Writing at Greater
Depth
 Independent application of skills in a
new context
 Range of text types
 Planning and composition of text
 Ability to read work through and check
for accuracy

30. Exemplifications

31. The KS1 SATs
At the end of Year 2, children will take assessments
in:
• Reading;
• English grammar, punctuation and spelling;
• Maths.

32. Reading
The Reading Test consists of two separate papers:
• Paper 1 – Contains a selection of texts totalling between 400 and
700 words with questions about the text.
• Paper 2 – Contains a reading booklet of a selection of passages
totalling 800 to 1100 words. Children will write their answers to
questions about the passage in a separate booklet.
• Each paper is worth 50% of the marks and should take
approximately 30 minutes to complete, although the children are not
being assessed at working at speed so will not be strictly timed.
• The texts will cover a range of poetry, fiction and non-fiction.
• Questions are designed to assess the comprehension and
understanding of a child’s reading.
• Some questions are multiple choice or selected response, others
require
short answers and some require an extended response or
explanation.

33. Sample Questions - Reading
“One night Livvy had a terrible dream. There
was a big, ugly monster, roaring and
stomping. He wasn’t friendly and Livvy was
very scared. Woken up by the nightmare,
she shouted up for her dad.”
 Why did Livvy wake up and shout for her
dad?
 Find the two words that described what the
monster looked like in Livvy’s dream.

34. Sample Questions - Reading
“If you’re trying to think of nice things as
you fall to sleep again, they might
appear in your dreams.”
What does the word appear mean?
Tick one box.
be seen
disappear
go away
vanish

35. Sample Questions - Reading
“A helicopter flies by using a set of spinning
blades at the top of the helicopter, called a
rotor. In France in 1907, the first helicopter
lift-off took place. In 1939, A Russian man
called Igor Sikorsky created a helicopter
which was used regularly; it also had a rotor
on the back to stop the helicopter from
spinning in the air.”
 Find and copy one word that means the
same as ‘designed’.

36. Spelling, Punctuation and
Grammar
The test consists of two separate papers:
• Paper 1: spelling (20 marks).
• Paper 2: questions (20 marks).

37. Grammar Paper

38. Thank you for coming.
Any questions?